Teacher's work with graded tasks in the 4th year of primary school

This thesis deals with the issue of graded tasks in mathematics textbooks for the 4th grade of elementary school and their use in practice. The aim was to compare the approach of three publishers - H-mat, Taktik, and Nová škola - to task grading and analyze their contribution to the individual development of students. The results showed that H-mat textbooks systematically work with task gradation, which supports both the development of pupils' skills and the possibility of individualising teaching. Taktik and Nová škola textbooks show a less consistent approach, requiring more preparation from teachers, which highlights the need for further support. The practical part includes classroom observations that show the application of graded tasks in mathematics lessons. The findings suggest that careful planning and differentiation of tasks according to students' abilities lead to better engagement of all children. For weaker students, it is advisable to limit the number of tasks solved, while more gifted students will appreciate more challenging tasks. The work also emphasizes the benefits of discussions and joint task solving as means of developing not only mathematical skills, but also critical thinking and cooperation. In conclusion, the work recommends further research focused on supporting teachers...